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Ped 117 7 domains

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Teachers in Philippine schools are committed to providing high-quality classroom instruction and ensuring student learning outcomes. They are dedicated to serving students and communities while accounting for cultural diversity. The document discusses the 7 domains of teaching performance: social regard for learning; learning environment; diversity of learners; curriculum; planning, assessing, and reporting; community linkages; and personal growth and professional development. Each domain contains several strands that define the desired teaching skills and responsibilities.

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PED 117 (FS4- EXPLORING THE CURRICULUM GROUP NO. 2/ FACILITATOR NO.2 Facilitators: Bibas, Henry M. Bravo, Kandee Biteng, Mhaurine Chong, Monica Sia Peng Darunday, Clysseieen Faith De Leon, Weenzelmar Dela Cruz, Ace Torres, Jeric
DOMAIN 4: CURRICULUM
Teachers in all Philippine schools are committed and accountable for providing classroom instruction with results that are manifested in high performance levels in terms of student learning outcomes. Teachers are dedicated to the well- being of the students and communities they serve, taking into account their cultural diversity, group aspirations and what is valued in education.
Ped 117 7 domains
7 Domains Domain 1 Social Regard for Learning Domain 2 The Learning Environment Domain 7 Personal Growth and Professional Development Domain 5 Planning, Assessing and Reporting Domain 3 Diversity of Learners Domain 6 Community Linkages Domain 4 Curriculum Definition Definition DefinitionDefinition DefinitionDefinitionDefinition Strands Strand 1 Strand 2 Strands StrandsStrandsStrand Strands Strand Strand 1 Strand 2 Strand 3 Strand 4 Strand 5 Strand 1 Strand 1 Strand 2 Strand 4 Strand 3 Strand 5 Strand 7 Strand 6 Strand 1 Stand 2 Strand 3 Strand 4 Strand 1 Strand 3 Strand 2 Strand 1
To understand how the seven domains comprise an integrated whole, it would help to see the seven domains as falling under two broad categories: •the middle domains 2, 3, 4, 5, and 6 [the shaded areas] represent standards referring to “The Teacher as Facilitator of Learning,” •whereas the two outer domains 1 and 7 [the unshaded areas] represent standards referring to “The Teacher as Learner.” DOMAIN 4: CURRICULUM
MIDDLE DOMAINS The middle domains can further be divided into two sub-categories: •the innermost domains 3, 4, and 5 [the darker shaded areas] represent the specific teacher practices related to the technical aspects of the teaching- learning processes; and •whereas the other domains 2 and 6 [the lighter shaded areas] represent the specific teacher practices that embed the learning process in appropriate contexts. DOMAIN 4: CURRICULUM
OUTERMOST DOMAINS On the other hand, the two outermost domains represent the important teacher practices that relate to the teacher as learner. •Domain 1 represents the ideal that the teacher serves as a model of all the positive values associated with learning; and • Domain 7 represents the behaviors that demonstrate the teachers’ actual aspirations to continue learning as a professional teacher. DOMAIN 4: CURRICULUM
• These two domains are not distinct and separate from those five domains related to facilitating learning. Instead, the teachers’ personal demonstration of the values and activities of learning make the teachers more credible and effective facilitators of learning in students. • Indeed, domains 1 and 7 can be domains that fuel and drive teacher development in the other five domains.
DOMAIN 1 SOCIAL REGARD FOR LEARNING -acts as a positive role model for students. The domain of social regard for learning focuses on the ideal that the teachers serve as positive and powerful role models of the values on the pursuit of learning and of the effort to learn, and that the teachers actions, statements, and different types of social interactions with students exemplify this ideal. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.
Strands Of Desired Teaching Performance 1. Teacher’s actions demonstrate value for learning. - Implements school policies and procedures. - Demonstrates punctuality. - Maintains appropriate appearance. -Is careful about the effect of one’s behavior on students. 2. Demonstrates that learning is of different kinds and from different sources. -Makes use of various learning experiences and resources.
DOMAIN 2 LEARNING ENVIRONMENT The domain of Learning Environment focuses on importance of providing for a social, psychological and physical environment within which all students, regardless of their individual differences in learning.
Strands of Desired Teaching Performance 1. Creates an environment that promotes fairness. - Maintains a learning environment of courtesy and respect for different learners. -Provides gender-fair opportunities for learning. -Recognize that every learner has strengths. 2. Makes the classroom environment safe and conducive to learning. -Maintains a safe, clean and orderly classroom free from distractions. -Arranges challenging activities given by the physical environment. -Uses individual and co-operative learning activities to improve capacities of learner’s for higher learning.
3. Communicates higher learning expectations to each learner. - Encourage learners to ask questions. - Provides learners with a variety of learning experiences. - Provides varied enrichment activities to nurture the desire for further learning. - Communicates and maintains high standards of learning performance. 4. Establishes and maintain consistent standards of learners’ behavior. - handles behavior problems quickly and due respect to children’s rights. - Gives timely feedback to reinforce appropriate to learners’ behavior. - Guides individual learners requiring development of appropriate social and learning behavior.
5. Creates a healthy psychological climate for learning. - Encourage free expression of ideas from students. - Creates stress-free environment. - Takes measure to minimize anxiety and fear of the teacher and/or subject.
DOMAIN 3 DIVERSITY OF LEARNERS The domain of Diversity of Learners emphasizes the ideal that teachers can facilitate the learning process in diverse learners by first recognizing and respecting individual differences, then using knowledge about students’ differences to design sets of learning activities to ensure that all students can attain desired learning goals.
Strand of Desired Teaching Performance 1. Determines, understands, and accepts the learners’ diverse background knowledge and experience. - Obtains information on the learning styles, multiple intelligences and needs of learners. - Designs or selects learning experiences suited to different kinds of learners. - Establishes goals that define appropriate expectations for all learners. - Paces lessons appropriate to needs and/or difficulties of learners.
- Initiates other learning approaches for learners whose needs have not been met by usual approaches. - Recognizes multi-cultural background of learners when providing opportunities. - Adopts strategies to address needs of differently-abled students. - Makes appropriate adjustments for learners of different socio- economic backgrounds.
DOMAIN 4 THE CURRICULUM The prospective teacher will learn all the elements of the teaching-learning process that work in convergence to help students understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the learning process, teaching- learning approaches and activities, instructional materials and learning resources.
Strands of Desired Teaching Performance 1. Demonstrate mastery of the subject. - Delivers accurate and updated content knowledge using appropriate methodologies, approaches and strategies. - Integrates language, literacy and quantitative skill development and values in his/her subject area. - Explains learning goals, instructional procedures and content clearly and accurately to students. - Links the current content with past and future lessons. - Aligns with lesson objectives the teaching methods, learning activities and instructional materials or resources appropriate to learners. - Creates situations that encourage learners to use high order thinking skills.
2. Communicates clear learning goals for the lessons that are appropriate for learners. - Sets appropriate learning goals. - Learners understand the learning goals. 3. Makes good use of allotted instructional time. - Establishes routines and procedures to maximize instructional time . - Plans lessons to fit within available instructional time. 4. Selects teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to objectives of the lesson. - Translates learning competencies to instructional objectives.
- Selects, prepares and utilizes technology and other instructional objectives. - Provides activities and uses materials which fit the learners’ learning styles, goals and culture. - Uses variety of teaching approaches and techniques appropriate to the subject matter and the learners. 5. Recognizes general learning processes as well as unique process of individual learners. - Designs and utilizes teaching methods that take into account the learning process.
6. Promotes purposive study - Cultivates good study habits through appropriate activities and projects. 7. Teacher demonstrates skills in the use of information and communication technology in teaching and learning. - Utilizes information and communication to enhance teaching and learning.
DOMAIN 5 PLANNING, ASSESSING AND REPORTING The domain of Planning, Assessing and Reporting refers to the alignment of assessment and planning activities. In particular, the domain focuses on the (1) use of assessment data to plan and revise teaching- learning plans, (2) the integration of assessment procedures in the plan and implementation of teaching learning activities, and (3) reporting on learner’s actual achievement and behavior.
Strands of Desired Teaching Performance 1. Develops and utilizes creative and appropriate instructional plan. - Shows proofs of instructional planning. - Implements instruction as plan. - Demonstrate ability to cope with varied teaching milieu. 2. Develops and uses variety of appropriate assessment strategies to monitor and evaluate learning. - Prepares formative and summative tests in line with curriculum. -Employs non- traditional assessment techniques (portfolio, journals, rubrics, etc.). - Interprets and uses assessment results to improve teaching and learning.
- Identifies teaching- learning difficulties and possible causes and takes appropriate action to address them. - Uses tools for assessing authentic learning. 3. Monitors regularly and provides feedback on learners understanding of content. - provides timely and accurate feedbacks to learners to encourage them to reflect on and monitor their own learning growth. - keeps accurate records of grades/performance levels of learners. 4. Communicate promptly and clearly to learners, parents and superiors about progress of learners. - Conducts regular meeting with learners and parents to report learners’ progress. - Involves parents to participate in school activities that promote learning.
DOMAIN 6 COMMUNITY LINKAGE The domain of community linkage focuses on the ideal that classroom activities are meaningfully linked to the experiences and aspirations of the students in their homes and communities. Thus the domain focuses on teachers efforts directed at strengthening the links between schools and communities ,particularly as these links help in the attainment of the curricular goals.
Strand of Desired Teaching Performance 1. Establishing learning environments that respond to the aspirations of the community. - Involves community in sharing accountability for the learners' achievement. - Uses community resources (human, material) to support learning. - Uses the community as a laboratory for learning. - Participates in community activities that promote learning. - Uses community networks to publicize school events and achievements. - Encourages students to apply classroom learning to the community.
DOMAIN 7 PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT The domain of Personal Growth and Professional Development emphasizes the ideal that teachers value having a high personal regard for teaching profession, concern for professional development, and continuous improvement as teachers.
Strands of Desired Teaching Performance 1. Takes pride in the nobility of teaching as a profession. - Maintains stature and behavior that upholds the dignity of teaching. - Allocates time for personal and professional development through. > Participation in educational seminars and workshops. > Reading educational materials regularly. > Engaging in educational research. - Manifests personal qualities such as enthusiasm, flexibility and caring. - Articulates and demonstrates one’s personal philosophy of teaching.
2. Builds professional links with colleagues to enrich teaching practice. - Keeps abreast with recent developments in education. - Links with other institutions, organizations for sharing best practices. 3. Reflects on the extent of the attainment of professional development goals. - Reflects on the quality of his/her own teaching. - Improves teaching performance based on feedback from the mentor, students, peers and superiors and others. - Accepts personal accountability to learners’ achievement and performance. - Uses self-evaluation to recognize and enhance one’s strengths and correct one’s weaknesses.
Ped 117 7 domains

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Ped 117 7 domains

  • 1. PED 117 (FS4- EXPLORING THE CURRICULUM GROUP NO. 2/ FACILITATOR NO.2 Facilitators: Bibas, Henry M. Bravo, Kandee Biteng, Mhaurine Chong, Monica Sia Peng Darunday, Clysseieen Faith De Leon, Weenzelmar Dela Cruz, Ace Torres, Jeric
  • 3. Teachers in all Philippine schools are committed and accountable for providing classroom instruction with results that are manifested in high performance levels in terms of student learning outcomes. Teachers are dedicated to the well- being of the students and communities they serve, taking into account their cultural diversity, group aspirations and what is valued in education.
  • 5. 7 Domains Domain 1 Social Regard for Learning Domain 2 The Learning Environment Domain 7 Personal Growth and Professional Development Domain 5 Planning, Assessing and Reporting Domain 3 Diversity of Learners Domain 6 Community Linkages Domain 4 Curriculum Definition Definition DefinitionDefinition DefinitionDefinitionDefinition Strands Strand 1 Strand 2 Strands StrandsStrandsStrand Strands Strand Strand 1 Strand 2 Strand 3 Strand 4 Strand 5 Strand 1 Strand 1 Strand 2 Strand 4 Strand 3 Strand 5 Strand 7 Strand 6 Strand 1 Stand 2 Strand 3 Strand 4 Strand 1 Strand 3 Strand 2 Strand 1
  • 6. To understand how the seven domains comprise an integrated whole, it would help to see the seven domains as falling under two broad categories: •the middle domains 2, 3, 4, 5, and 6 [the shaded areas] represent standards referring to “The Teacher as Facilitator of Learning,” •whereas the two outer domains 1 and 7 [the unshaded areas] represent standards referring to “The Teacher as Learner.” DOMAIN 4: CURRICULUM
  • 7. MIDDLE DOMAINS The middle domains can further be divided into two sub-categories: •the innermost domains 3, 4, and 5 [the darker shaded areas] represent the specific teacher practices related to the technical aspects of the teaching- learning processes; and •whereas the other domains 2 and 6 [the lighter shaded areas] represent the specific teacher practices that embed the learning process in appropriate contexts. DOMAIN 4: CURRICULUM
  • 8. OUTERMOST DOMAINS On the other hand, the two outermost domains represent the important teacher practices that relate to the teacher as learner. •Domain 1 represents the ideal that the teacher serves as a model of all the positive values associated with learning; and • Domain 7 represents the behaviors that demonstrate the teachers’ actual aspirations to continue learning as a professional teacher. DOMAIN 4: CURRICULUM
  • 9. • These two domains are not distinct and separate from those five domains related to facilitating learning. Instead, the teachers’ personal demonstration of the values and activities of learning make the teachers more credible and effective facilitators of learning in students. • Indeed, domains 1 and 7 can be domains that fuel and drive teacher development in the other five domains.
  • 10. DOMAIN 1 SOCIAL REGARD FOR LEARNING -acts as a positive role model for students. The domain of social regard for learning focuses on the ideal that the teachers serve as positive and powerful role models of the values on the pursuit of learning and of the effort to learn, and that the teachers actions, statements, and different types of social interactions with students exemplify this ideal. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.
  • 11. Strands Of Desired Teaching Performance 1. Teacher’s actions demonstrate value for learning. - Implements school policies and procedures. - Demonstrates punctuality. - Maintains appropriate appearance. -Is careful about the effect of one’s behavior on students. 2. Demonstrates that learning is of different kinds and from different sources. -Makes use of various learning experiences and resources.
  • 12. DOMAIN 2 LEARNING ENVIRONMENT The domain of Learning Environment focuses on importance of providing for a social, psychological and physical environment within which all students, regardless of their individual differences in learning.
  • 13. Strands of Desired Teaching Performance 1. Creates an environment that promotes fairness. - Maintains a learning environment of courtesy and respect for different learners. -Provides gender-fair opportunities for learning. -Recognize that every learner has strengths. 2. Makes the classroom environment safe and conducive to learning. -Maintains a safe, clean and orderly classroom free from distractions. -Arranges challenging activities given by the physical environment. -Uses individual and co-operative learning activities to improve capacities of learner’s for higher learning.
  • 14. 3. Communicates higher learning expectations to each learner. - Encourage learners to ask questions. - Provides learners with a variety of learning experiences. - Provides varied enrichment activities to nurture the desire for further learning. - Communicates and maintains high standards of learning performance. 4. Establishes and maintain consistent standards of learners’ behavior. - handles behavior problems quickly and due respect to children’s rights. - Gives timely feedback to reinforce appropriate to learners’ behavior. - Guides individual learners requiring development of appropriate social and learning behavior.
  • 15. 5. Creates a healthy psychological climate for learning. - Encourage free expression of ideas from students. - Creates stress-free environment. - Takes measure to minimize anxiety and fear of the teacher and/or subject.
  • 16. DOMAIN 3 DIVERSITY OF LEARNERS The domain of Diversity of Learners emphasizes the ideal that teachers can facilitate the learning process in diverse learners by first recognizing and respecting individual differences, then using knowledge about students’ differences to design sets of learning activities to ensure that all students can attain desired learning goals.
  • 17. Strand of Desired Teaching Performance 1. Determines, understands, and accepts the learners’ diverse background knowledge and experience. - Obtains information on the learning styles, multiple intelligences and needs of learners. - Designs or selects learning experiences suited to different kinds of learners. - Establishes goals that define appropriate expectations for all learners. - Paces lessons appropriate to needs and/or difficulties of learners.
  • 18. - Initiates other learning approaches for learners whose needs have not been met by usual approaches. - Recognizes multi-cultural background of learners when providing opportunities. - Adopts strategies to address needs of differently-abled students. - Makes appropriate adjustments for learners of different socio- economic backgrounds.
  • 19. DOMAIN 4 THE CURRICULUM The prospective teacher will learn all the elements of the teaching-learning process that work in convergence to help students understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the learning process, teaching- learning approaches and activities, instructional materials and learning resources.
  • 20. Strands of Desired Teaching Performance 1. Demonstrate mastery of the subject. - Delivers accurate and updated content knowledge using appropriate methodologies, approaches and strategies. - Integrates language, literacy and quantitative skill development and values in his/her subject area. - Explains learning goals, instructional procedures and content clearly and accurately to students. - Links the current content with past and future lessons. - Aligns with lesson objectives the teaching methods, learning activities and instructional materials or resources appropriate to learners. - Creates situations that encourage learners to use high order thinking skills.
  • 21. 2. Communicates clear learning goals for the lessons that are appropriate for learners. - Sets appropriate learning goals. - Learners understand the learning goals. 3. Makes good use of allotted instructional time. - Establishes routines and procedures to maximize instructional time . - Plans lessons to fit within available instructional time. 4. Selects teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to objectives of the lesson. - Translates learning competencies to instructional objectives.
  • 22. - Selects, prepares and utilizes technology and other instructional objectives. - Provides activities and uses materials which fit the learners’ learning styles, goals and culture. - Uses variety of teaching approaches and techniques appropriate to the subject matter and the learners. 5. Recognizes general learning processes as well as unique process of individual learners. - Designs and utilizes teaching methods that take into account the learning process.
  • 23. 6. Promotes purposive study - Cultivates good study habits through appropriate activities and projects. 7. Teacher demonstrates skills in the use of information and communication technology in teaching and learning. - Utilizes information and communication to enhance teaching and learning.
  • 24. DOMAIN 5 PLANNING, ASSESSING AND REPORTING The domain of Planning, Assessing and Reporting refers to the alignment of assessment and planning activities. In particular, the domain focuses on the (1) use of assessment data to plan and revise teaching- learning plans, (2) the integration of assessment procedures in the plan and implementation of teaching learning activities, and (3) reporting on learner’s actual achievement and behavior.
  • 25. Strands of Desired Teaching Performance 1. Develops and utilizes creative and appropriate instructional plan. - Shows proofs of instructional planning. - Implements instruction as plan. - Demonstrate ability to cope with varied teaching milieu. 2. Develops and uses variety of appropriate assessment strategies to monitor and evaluate learning. - Prepares formative and summative tests in line with curriculum. -Employs non- traditional assessment techniques (portfolio, journals, rubrics, etc.). - Interprets and uses assessment results to improve teaching and learning.
  • 26. - Identifies teaching- learning difficulties and possible causes and takes appropriate action to address them. - Uses tools for assessing authentic learning. 3. Monitors regularly and provides feedback on learners understanding of content. - provides timely and accurate feedbacks to learners to encourage them to reflect on and monitor their own learning growth. - keeps accurate records of grades/performance levels of learners. 4. Communicate promptly and clearly to learners, parents and superiors about progress of learners. - Conducts regular meeting with learners and parents to report learners’ progress. - Involves parents to participate in school activities that promote learning.
  • 27. DOMAIN 6 COMMUNITY LINKAGE The domain of community linkage focuses on the ideal that classroom activities are meaningfully linked to the experiences and aspirations of the students in their homes and communities. Thus the domain focuses on teachers efforts directed at strengthening the links between schools and communities ,particularly as these links help in the attainment of the curricular goals.
  • 28. Strand of Desired Teaching Performance 1. Establishing learning environments that respond to the aspirations of the community. - Involves community in sharing accountability for the learners' achievement. - Uses community resources (human, material) to support learning. - Uses the community as a laboratory for learning. - Participates in community activities that promote learning. - Uses community networks to publicize school events and achievements. - Encourages students to apply classroom learning to the community.
  • 29. DOMAIN 7 PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT The domain of Personal Growth and Professional Development emphasizes the ideal that teachers value having a high personal regard for teaching profession, concern for professional development, and continuous improvement as teachers.
  • 30. Strands of Desired Teaching Performance 1. Takes pride in the nobility of teaching as a profession. - Maintains stature and behavior that upholds the dignity of teaching. - Allocates time for personal and professional development through. > Participation in educational seminars and workshops. > Reading educational materials regularly. > Engaging in educational research. - Manifests personal qualities such as enthusiasm, flexibility and caring. - Articulates and demonstrates one’s personal philosophy of teaching.
  • 31. 2. Builds professional links with colleagues to enrich teaching practice. - Keeps abreast with recent developments in education. - Links with other institutions, organizations for sharing best practices. 3. Reflects on the extent of the attainment of professional development goals. - Reflects on the quality of his/her own teaching. - Improves teaching performance based on feedback from the mentor, students, peers and superiors and others. - Accepts personal accountability to learners’ achievement and performance. - Uses self-evaluation to recognize and enhance one’s strengths and correct one’s weaknesses.